Professional Documents
Culture Documents
Yates Washington 0250O 16760
Yates Washington 0250O 16760
Master of Architecture
University of Washington
2016
Committee:
Brian McLaren
Gundula Proksch
Architecture
©Copyright 2016 Michelle Yates
University of Washington
Abstract
Michelle Yates
A growing number of children in the United States are diagnosed with autism spectrum disorder (ASD) and
receive education within mainstream public schools. While research indicates that most special education
classrooms meet the spatial and sensory needs of autistic students, generally the rest of the educational
environment does not. Furthermore, studies indicate that environments that benefit autistic students similarly
benefit all students. This thesis proposes that by addressing the sensory and spatial needs of autistic learners
the educational environment can better serve the diverse needs of all students. This proposition is tested
through the design of an elementary-level inclusion school in the Atlantic Neighborhood of Seattle. The
methodology for investigating this topic spans architectural and educational resources, including a review of
literature related to education design and the spatial needs of students with ASD.
iv
Building Better Schools
A New Model for Autism Inclusion in Seattle
By Michelle Yates
v
Table of Contents
List of Figures v
Chapter 1 - Introduction 1
vi
Chapter 5 - Site Selection 49
Site Selection Criteria 49
Atlantic Neighborhood Site 53
Chapter 7 - Conclusion 85
Bibliography 88
vii
List of Figures - All figures made by the author unless noted otherwise
viii
Figure 17.3 Reed Sensory Zoning 25
Figure 18 Section Depth and Daylighting 26
Figure 19 Chartwell School Gym 27
Figure 20 Top and Side Lighting - source: <http://www.ehdd.com work/chartwell-school> 29
Figure 21 Top Lighting - source: <http://www.finelitetnze.com/ demonstrate.html> 31
Figure 22 TOPS Elementary, Seattle 32
Figure 23 John Hay Elementary, Seattle - source: <https://www.johnhaypartners.org/prospective-students.html> 35
Figure 24 John Hay Elementary Move-A-Thon, 2013 - source: <http://hayes.seattleschools.org/> 35
Figure 25 The Continuum Approach 37
Figure 26 The entry to Eden Institute, Princeton, NJ - source: <vannoteharvey.com/projects/eden-institute> 38
Figure 27 Attendance Area 40
Figure 28 Continuum Area 40
Figure 29 Continuum Area Urban Fabric 41
Figure 30 Integration 42
Figure 31 Points of Integration 43
Figure 32 Predictability 44
Figure 33 Points of Predicatability 45
Figure 34 Sensory Information Control 46
Figure 35 Points of Sensory Information Control 47
Figure 36 Proposed site for Atlantic Elementary 48
Figure 37 Site Selection Criteria 49
Figure 38 ASD Resources in Seattle 50
Figure 39 Urban Villiage Plan 2035 51
Figure 40 Portables at Seattle Elementary Schools 52
Figure 41 Proposed Site 53
ix
Figure 42 Immediate Neighborhood 54
Figure 43 Atlantic Neighborhood and Proposed Site 55
Figure 44 Martin Luther King Junior Memorial Park 57
Figure 45 Green Plate Special - source: < http://greenplatespecial.org/> 58
Figure 46 Atlantic Elementary West Courtyard 60
Figure 47 Massing 62
Figure 48 First Floor and Site Plan 63
Figure 49 Section Looking East 64
Figure 50 Building Circulation 65
Figure 51 Section Looking North 65
Figure 52 Academic Corridors 66
Figure 53.1 Representative Classroom Plan 68
Figure 53.2 Representative Classroom Section 68
Figure 54 Representative Classroom View 71
Figure 55.1 West Courtyard Plan 72
Figure 55.2 West Courtyard Section 72
Figure 56 West Courtyard View 75
Figure 57.1 Learning Commons Plan 76
Figure 57.2 Learning Commons Section Looking West 76
Figure 58 Inside the Learning Commons 79
Figure 69.1 Dining Hall Plan 80
Figure 69.2 Dining Hall Section Looking West 80
Figure 60 Inside the Dining Hall 83
Figure 61 Atlantic Elementary Classroom 84
x
xi
Figure 02. Introduction
xii
Chapter 1 : Introduction
According to the Centers for Disease Control and does not. Rather than serving as a neutral backdrop
Prevention (CDC), in 2014 over 1% of the American architecture has an active role in the learning process. The
population was diagnosed with Autism Spectrum Disorder size, proportion and legibility of space can help to soothe
(ASD) and the numbers continue to grow1. Research and relax a student or conversely it can cause stress
indicates that our standard mainstream education design and anxiety. Similarly architecture can fine tune sensory
models frequently fail to meet the spatial and sensory information to reduce or introduce distraction. While it
needs of children with ASD and other cognitive differences. does not necessarily provide learning content for students
Special education classrooms tend to meet these needs, it does provide a learning context that can either support
however the remaining general educational environment or detract from one’s ability to learn.
1
By closely investigating the relationship between the
2
3
Figure 03. Reed Academy, Oakland, NJ
4
Chapter 2 : Autism and the Learning Environment
This thesis defines learning as the act of acquiring of learning. They make the case that students do not
knowledge and skills through study and experience. separate the learning content from the context, and are
This activity occurs everywhere whether walking in the strongly influenced by their immediate experience of the
street, socializing at home, and in its most structured space around them2. The authors suggest that students
form within the confines of a school. Research on the are better equipped to learn if their spatial context supports
science of learning supports the claim that individuals a state of “relaxed alertness”. This state is achieved when
learn best through different means and in different learning an individual feels motivated while experiencing a sense
environments. In their book, Teaching and the Human of safety and security3. Architects play an important role
Brain, Renate Nummela Caine and Geoffrey Caine look to in shaping the physical spaces that make it possible for
neuroscience as a guide for understanding the mechanics students with a range of needs to learn.
5
A+
The physical spaces where students learn have an active and educators need to view the learning environment as
role in shaping their experience and state of mind. Anne an active player in the learning process that must respond
Taylor describes this as the, “silent curriculum4.” Taylor to the specific needs of the users5. While all students have
rejects the commonly held notion that a good teacher can individual needs with regard to their learning environment,
teach anywhere and a motivated student learns anywhere those with autism spectrum disorder have spatial and
regardless of the spatial context. She argues that the sensory needs that are often left un-addressed within
4. Anne Taylor and Katherine Enggass. Linking Architecture and Education: 5. Ibid.
Sustainable Design for Learning Environments. (Albuquerque: University of
New Mexico Press 2009), 25.
6
Autism Spectrum Disorder
Autism Spectrum Disorder (ASD) is a developmental cause for the condition7. In 1997 50 students were reported
disability causing social, communication and behavioral to have ASD in the Seattle Public School District and that
challenges6. As a result these individuals often number grew to 350 students in 20078. This increase in
communicate, interact and learn differently from their peers. diagnosis is consistent with national trends, perhaps due to
ASD is a spectrum disorder meaning that individuals may increased awareness, a shift in ASD definition, differences
have a range of deficits and behaviors from mild to severe. in study methodology and/or a true increase in individuals
6. American Psychiatric Association. “Diagnostic and Statistical Manual 7. “Autism Spectrum Disorder (ASD),” (Centers for Disease Control and
of Mental Disorders : DSM-5. Fifth ed.” (Arlington: American Psychiatric Prevention, 31 March 2016. Web. 14 Apr. 2016
Association, 2013) 8. Riley Oct 2007, pg 6
9. American Psychiatric Association. “DSM-5”
7
Figure 05. Autism Rate
1.47%
1 in 68 children were diagnosed
with ASD in 2014 as reported by
the CDC
An individual with ASD confronts a range of challenges in or an adverse response to certain textures or sounds10.
the learning process. She or he may have trouble deviating Therefore, architecture plays a major role in calibrating
from strict routines and engage in ritualized patterns of sensory information to decrease distractions and reduce
behavior. Students may demonstrate extremely fixated stressful stimuli that hinder the learning process (See
interests with abnormal intensity. Furthermore, they may Figure 06). The education design plays a critical role in
demonstrate either hyper or hypo-reactivity to sensory how students with special needs learn, affecting how they
input from the environment. This may include fascination occupy and experience their spatial environment.
8
Figure 06. Autism Spectrum Disorder Symptoms & Considerations
Communication/Interaction Sensitivities
Upset with new/ overly stimulating Light
environment
Proxemics
architectural considerations
GYMNASIUM
9
Figure 07.1. Issues of Perception: Hypersensitivity
neuro-typical hypersensitivity
Often individuals with ASD perceive space differently than Many individuals with ASD experience hypersensitivity
individuals without autism who have a neuro-typical, or to their environments. This essentially means that too
“normal”, perception of the world. Someone with autism much information is processed by the brain causing the
may be exposed to the same sensory information but individual to be acutely aware of information that others
interpret the raw material differently, which therefore simply miss. This can result in very overwhelming feelings
changes their experience. There is not a standard way of and can cause stress or pain in environments where others
10
Figure 07.2. Issues of Perception: Hyposensitivity
neuro-typical hyposensitivity
Alternatively, individuals with ASD can experience Similarly, individuals who experience hypo-hearing
hyposensitivity to sensory stimuli, meaning they process may be attracted to crowds or sirens and those who
less information than what is typical. Visually, this can mean experience hypo-taste or smell may attempt to chew or
more sensation12.
12. Lawson and Bogdashina, Sensory and Perceptual Issues in Autism and 13. Lawson and Bogdashina, Sensory and Perceptual Issues in Autism and
Sperger Syndrome, 56. Sperger Syndrome, 56.
11
Figure 07.4. Issues of Perception: Gestalt Perception
Some autistic individuals find it difficult to distinguish perception, however, this can lead to becoming easily
between foreground and background information, known overwhelmed15. The same can be true with acoustics. In a
as gestalt perception14. Everything in a scene is interpreted classroom, for example, it may be difficult for a student to
without discrimination making it difficult to separate a focus on a teacher’s lecture if there are other noises, even
specific detail. Those who perceive space in this way may those as seemingly unnoticeable as moving air16.
14. Lawson and Bogdashina, Sensory and Perceptual Issues in Autism and 15. Lawson and Bogdashina, Sensory and Perceptual Issues in Autism and
Sperger Syndrome, 45. Sperger Syndrome, 48.
16. Lawson and Bogdashina, Sensory and Perceptual Issues in Autism and
Sperger Syndrome, 50.
12
Figure 07.4. Issues of Perception: Fragmented Perception
17. Lawson and Bogdashina, Sensory and Perceptual Issues in Autism and 18. Mostafa, “Architecture for Autism,” 205
Sperger Syndrome, 70.
13
Theories on Designing for Autism
Experts in the area of autism design developed detailed high-sensory activities are grouped together separate from
guidelines for the layout, form and materiality of low-sensory ones. Examples of high-stimulus programs
learning spaces. Architecture professor, Magda Mostafa include activities such as art, music, athletics and building
developed guidelines based on her pioneering studies services. Low-stimulus activities, such as classroom time,
on autism classroom design. She identifies criteria that require a high degree of focus and attention from the
contribute to a positive learning experience for autistic student21. She also points out the importance of transition
students (See Figure 08). Sequencing, a primary design zones as a means of easing the movement from high
recommendation, describes a continuum of controlled sensory to low sensory areas. Lastly, she emphasizes
spaces organized in a specific order. This approach allows the use of visual cues, including distinctive landmarks, to
for controlled circulation and varying levels of sensory facilitate predictable wayfinding22.
input including light, sound, and textures19. Mostafa
19. Magda Mostafa. “An Architecture for Autism: Concepts of Design 21. Mostafa, “Architecture for Autism,” 205
Intervention for the Autistic User.” IJAR, International Journal of Architectural 22. Idib.
Research 2.1 (2008): 204. Archnet. Web. 21 Apr. 2016
20. Idib.
14
Figure 08. Designing for Autism
Wayfinding strategies
Landmarks
Signage
GYMNASIUM
picture symbols colored tiles
15
Research by Rachna Khare and Abir Mullick on existing focused environment she recommends screening off
educational facilities indicates a strong correlation distracting areas such as parking lots or playgrounds from
between student performance and their environment23. classrooms. Like Mostafa, Khare stresses the importance
The subjects of this study included both general education of escape spaces or “withdrawl spaces” throughout the
students and autistic students in specialized and inclusion building and grounds. This space is especially important
programs. Their findings suggest that design supporting in socially demanding areas such as cafeterias or
educational spaces based on her research (See Figure Simon Humphreys, a British architect, outlined a similar
09). These guidelines are generally consistent with those set of principles for designing safe and supportive
established by Mostafa. When determining a site for a environments for autistic users. Like Mostafa, he stresses
school she highlights the need for distinct physical features the importance of order in layout and proportion of the
and landmarks such as trees or contours. Furthermore, space. He introduces the term proxemics, which refers to
she emphasizes the importance of siting the school the amount of personal space an individual requires. An
near existing community resources to foster a mutually individual with ASD can feel very protective over this space
beneficial relationship with the community25.To support and feel threatened unless sufficient space is provided. He
23. Rachna Khare, Designing Educational Spaces for Autism. (Boston: also notes that attention needs to be given not only to the
Institute for Human Centered Design, 2010), 159
24. 16. Rachna Khare and Abir Mullick, “Designing Inclusive Educational quantity but quality of light and sound27.
Spaces with Reference to Autism.” Proceedings of the Human Factors and
Ergonomics Society Annual Meeting 53.8 (2009), 518 26. Khare, Designing Educational Spaces for Autism, 166
25. Rachna Khare, Designing Educational Spaces for Autism. (Boston: 27. Simon Humphreys. “Autism and Architecture.” Autism London. (Feb. -
Institute for Human Centered Design, 2010), 159 Mar. 2005)
16
Figure 09. Guidelines for Inclusive Educational Spaces
Distinctive features
17
Figure 10. The Eden Institute
Review of theories on designing for students with ASD they are experienced through the senses. The following
supports the critical role that physical space plays in the case studies examine how existing learning spaces for
quality of learning. Scholars argue that special attention special needs students realize the relationship between
should be given to the way spaces are organized and how interior and exterior space, circulation, and sensory zoning.
18
Eden Institute
Princeton, NJ, KSS Architects, 2011
Designed by KSS architects, the Eden Institute attempts at the health club. Additionally, a convenience store, open
to strike a balance between providing a secure learning part-time to the public, is located within the building and is
space for students with ASD while engaging with the staffed by supervised students. According to the architects,
immediate context. The education and outreach center the intent is to foster connections between students and
is located in a mixed-use complex that includes retail, the public in a “real world” context28 (See Figure 11).
19
Figure 12. Courtyard at Eden
The main building is organized around a large courtyard, Classrooms are located along a single corridor to the
with clear circulation running the length of the U-shaped northwest, each connected to a series of individual therapy
plan (See Figure 12). The institute connects to a large park rooms. This sequence allows for a gradual transition from
by a curving walking path, creating a series of interlocking higher to lower sensory spaces and from group spaces
exterior and interior spaces. Several corridors are lined into progressively more individualized spaces. (See
with floor-to-ceiling glazing strengthening the connection Figure 13.3). The architects took steps to further eliminate
to the outdoor courtyard (See Figure 13.1). Colored tiles distractions by using indirect natural light, acoustical
29. Sarah Amelar, “Handled with Care.” Architectural Record 201. 1 (2013):
Web. 28 Mar 2016
20
Interior/Exterior Circulation
Figures
13.1. Eden Circulation (Top right)
13.2. Eden Interior/Exterior Relationship (Top left)
13.3. Eden Sensory Zoning (Lower left)
21
Reed Academy
Oakland, NJ, WXY Architecture and Urban Design, 2011
22
Figure 15. Floor plan of Reed Academy
23
Figure 16. Courtyard at Reed Academy
24
The circulation within the school is designed to promote
are lined with smaller scale nooks that flank the courtyard.
oversight32.
Figures
17.1. Reed Circulation (Top)
17.2. Reed Interior/Exterior Relationship (Middle) 32. Sarah Amelar, “Handled with Care.” Architectural Record 201. 1 (2013):
17.3. Reed Sensory Zoning (Lower) Web. 28 Mar 2016
25
Case Studies: Daylighting Strategies for Schools
The theories surrounding architecture and autism reviewed the back of classrooms can be challenging. Dramatic
earlier in the chapter address the importance of natural differences in lumination among different surfaces within
daylight within learning spaces. The three primary goals for the classroom can cause glare, which can be both
daylighting classrooms include controlling direct sunlight visually distracting and stressful34. Traditionally balanced
when the building is occupied, balancing the luminance illumination and lumination of surfaces within a classroom
on interior surfaces, and providing adequate illuminance were accomplished by a section depth less than 24’ - 0”
for visual tasks33. Providing balanced illumination to and tall ceilings, typically greater than 12’ - 0”. With the
Challenges with a
large section depth
33. “Pattern 16: Daylight from Top and Side.” Daylighting Pattern Guide. 34. Ibid.
2016 <http://patternguide.advancedbuildings.net/patterns/pattern-16-
35. Ibid.
daylight-from-top-and-side-classroom>.
26
Figure 19. Chartwell School Gym
27
Chartwell School Classrooms in Chartwell School employ a daylighting
Seaside, CA, EHDD Architecture, 2006
strategy that includes perimeter windows combined
36.“Chartwell School,” EHDD, 2012.<http://www.ehdd.com/work/chartwell- 37.“Pattern 16: Daylight from Top and Side.” Daylighting Pattern Guide. 2016
school>
28
Top lighting helps to balance the illumination and prevent Side lighting provides
dramatic contrast throughout the space. The skylight is the primary source of
placed closer to the back wall rather than in the center of illumination but given
the space to wash the back wall with light, which reduces the large section depth
contrast. of the space, additional
sources of illumination
are required.
29
Mount Angel Theological Studies
St. Benedict, OR, SRG Partnership, 2006
perimeter windows38.
30
Top lighting allows for greater The sloping ceiling combined with a
uniformity throughout the year reflector made of aluminum tubes redirects
the light out to the edges of the room.
31
Figure 22. TOPS Elementary, Seattle
32
Chapter 3: Seattle Public School and Special Learners
Seattle Public Schools (SPS) is among the largest school the same school as general education students and thus
districts in the United States, serving a diverse population should be able to learn in a regular classroom to the
with different social backgrounds and needs. Currently, greatest extent possible40. Additionally, if a school does not
13% of students within the district receive special have a specific program a student needs, such as autism
The Seattle Public School District adopted the Least is essentially advocating for an inclusive education rather
Restrictive Environment Policy (LRE) for its students with than creating specialty schools. The policy acknowledges,
special needs, which is consistent with national standards. however, that some students have disabilities so severe
This means that these students should be able to attend that they require a separate learning program in order to
thrive.
39 “Overview of Special Education Services.” Seattle Public Schools. 19 40 “Superintendent Procedure 2161SP,” (Seattle, Seattle Public Schools,
Sept. 2016. 2013)
41. Ibid.
33
In 2007, the chief academic office commissioned an Following the report, Seattle Public Schools introduced a
independent research team to evaluate the delivery of new system called Integrated Comprehensive Services
special education in Seattle Public Schools. The Urban (ICS). The idea was to promote collaboration between that
Special Education Collaborative (otherwise known as general and special education teachers so more special
‘the Collaborative’), collected data on the district and needs students could attend their neighborhood schools45.
interviewed students, staff and families42 (Riley et al 3). During the 2013-2014 school year ten elementary and
The report found that at the middle school and high school K-8 schools included autism inclusion programs and four
levels most special education students in Seattle were able schools supported self-contained programs46. John Hay
to attend their local school43, but at the elementary level Elementary, located in Queen Anne, is a rare example
students with special needs were often obliged to attend that supports both programs, illustrating that the autism
a school far from where they live. The authors found that inclusion programs can benefit all learners47.
education programs44.
45. David Rosenthal. “Not-so-special treatment in Seattle of Special
42. David P. Riley, “Special Education: Organizational, Program, and Service Education,” The Seattle Times. 21 Oct. 2012
Delivery Review – Seattle Public Schools: A Report of the External Core < http://www.seattletimes.com/seattle-news/not-so-special-treatment-in-
Team.” (Urban Special Education Leadership Collaborative Education seattle-of-special-education/>
Development Center, 2007) 3 46. Location of Services: Special Education (2013-14). Seattle: Seattle
43. David P. Riley, “Special Education: Organizational, Program, and Service Public Schools, 28 Aug 2013. PDF
Delivery Review”, 9 47. ”Autism Inclusion.” John Hay Elementary School, 19 Sept. 2016. <http://
44. Ibid. hayes.seattleschools.org/services/autism_inclusion>
34
Figure 23. John Hay Elementary, Seattle Figure 24. John Hay Elementary Move-A-Ton, 2013
35
The school district continues to support the idea of multiple placements in specialized programs in addition to
inclusion but has been hindered by a lack of funds and their primary placement. At the elementary level different
facilities. The result is that special programs are frequently schools will be clustered together to collectively provide the
in flux and continue to cause special needs students to full continuum of services. Schools are either designated
switch schools during their time in elementary school. In as a “continuum” school or a “satellite” school. Continuum
2012 Seattle Times reported that complaints by special schools provide most of the five special education
education families had doubled from those in 201048. specialties, while satellite schools provide less and in turn
Starting in the 2016-2017 school year the district In conclusion, the current lack of programs serving special
announced the launch of the Continuum Approach to education students in Seattle is exacerbated by a lack of
special education. This approach assigns programs to physical facilities. Architecture can play a role in realizing
one of five specialized designations. The concept of this the inclusive agenda for the public school system. This
new approach is a that services can remain specialized, thesis proposes that the design of an inclusion school can
while clustered together such that students can benefit provide a spectrum of spaces that serves the needs of all
from shared skills, opportunities and resources. In theory students in an under-served neighborhood in Seattle.
48. David Rosenthal. “Not-so-special treatment in Seattle of Special 49. “K-12 Continuum Placements.” Seattle Public Schools. 2016. PDF
Education,” Oct 2012
36
Satellite school
Primary
Placement
Continuum school
37
Figure 26. The entry to Eden Institute, Princeton, NJ
38
Chapter 4: Program and Design Guidelines
39
1
40
Figure 29. Continuum Area Urban Fabric
This school is intended as a neighborhood elementary that students with ASD could be coming from the further
rather than a magnet or option school. Figure 27 suggests attendance areas of Beacon Hill International, Thurgood
a proposed attendance area for the school based on Marshall, and Kimball Elementary (See Figure 28). The
the current designations. The majority of enrollment is projected enrollment for 2020 anticipates 1421 students
expected to come from this area. As discussed in chapter served in this combined area50. Applying the national 1.5
3, given the low enrollment of elementary programs, % national average of autism prevalence to this number
schools are expected to share specialties. This means the school can expect about 20 - 25 students in need of
41
Figure 30. Integration
Indoor/Outdoor connection
43
Figure 32. Predictability
44
Straightforward circulation
Landmarks
Clear signage
45
Figure 34. Sensory Information Control
46
Sensory zoning
47
Figure 36. Proposed site for Atlantic Elementary
48
Chapter 5: Site Selection
vacant
Ballard
University
District
Queen
Anne
remains under-served.
50
Seattle’s comprehensive plan for managing
Hub/Residential
services. Currently, the largest elementary Urban Village
autism inclusion program is offered at John Potential Urban Village
Expansion
Hay Elementary on Queen Anne, a significant
Urban Center/ Village
distance away from students seeking (no single family zoning)
services from west and south Seattle.
51
The 2035 Urban Villages Map designates the North Rainier/
time students and the acreage for the site will be consistent
52. Appendix C: Facilities Data Matrix. Seattle: Seattle Figure 40. Portables at Seattle Elementary Schools
Public Schools, 2010. PDF. Seattle elementary schools with portables
53. Ibid.
54. Ibid. Seattle elementary schools with four or more portables
55. Ibid.
52
Lake Atlantic Neighborhood Site
City
Ballard
University
District
Queen
Anne
Capitol
Hill
Atlantic
53
2
1
3
4
5
7
1. 2100 Building
2. Wellspring Family Services
3. City year
4. Green Plate Special
5. Amy Yee Tennis Center
6. Martin Luther King Jr. Memorial Park
7. College Street Park
Currently these two underdeveloped blocks contain low- Hill Street since 25th and 23rd Avenue South both connect
rise residential and commercial buildings and vacant lots. the two streets (See Figure 42). Furthermore, 24th Avenue
This project assumes that the city would allow for the currently terminates at Walker Street, two blocks to the
54
a. North end of site along Hill Street b. Neighbor across Hill Street c. Amy Yee Tennis Center
d. Low rise commercial on existing site e. Empty lots on east end of site f. 2100 Building
55
Multiple parks, as well as community and youth-oriented
56
Figure 44. Martin Luther King Junior Memorial Park
57
Figure 45. Green Plate Special
58
The Atlantic neighborhood has already demonstrated its
59
Figure 46. Atlantic Elementary West Courtyard
60
Chapter 6: Design Response
61
r Ave
Rainie
e
Av
rd
23
e
Av
T Plum
EN
th
St
24
E M
ve
P
R
hA
LO
TU
25t
E
FU
E V
D
Hill S
t
The school building is positioned against 25th Avenue non-profits, a daycare, or therapists focused on ASD and
taking advantage of the quietest edge of the site while other developmental disorders. Within the building itself,
the edge facing 23rd Avenue and Rainier Avenue is the low-sensory, high-focus areas are raised above the
reserved for future development (See Figure 47). This entrance level and look inward towards interior courtyards.
future development serves as a buffer against the traffic This leaves the higher sensory program, including gym,
and activity along Rainier Avenue and will house program music, art, dining, and administrative functions to orient
that facilitates a mutually beneficial relationship with the outward towards the street and playfield.
63
Circulation
eastern half of the school while grades four and five are
66
Academic Corridors
specific classroom.
67
UP
class library
Kitchenette
Group collaboration room Hall
68
Classrooms
combined classroom.
69
Each classroom is organized into three zones (See visual distractions from outside. Trees and landscaping
Figure 53.1). Students enter from the hall into the service between the classroom and the outdoor paths act as a
zone containing the highest level of sensory information screen from potential outdoor distractions. Extra storage
including the kitchenette, student cubbies for backpacks, space minimizes clutter and therefore visual distractions
and additional storage. The central zone is focused on within the classroom. Finally, given the amount of time
desk learning and includes a primary and secondary students spend learning while seated on the ground, sub-
teaching wall. The duel teaching walls encourage the floor heating is used to contribute to more consistent and
teacher to move throughout the classroom for instruction comfortable temperatures within the classroom.
of the classroom. The zone adjacent to the window wall The classroom addresses a range of spatial and learning
is organized around “rug-time” instruction. This zone needs. If a student feels overwhelmed and needs to
includes the class library and anticipates that students are remove herself or himself from a group situation, a refuge
learning while seated on the floor. space is a available in the form of a window seat. Here
Sensory information control is a priority within the classroom. Furthermore, a range of furniture allows for
classroom design. Clerestory lighting from above, varying degrees of movement according to the student’s
71
6
5
4 1
3 2
1 Outdoor Classrooms
1
2 Labyrinth
3 Garden terraces
4 Walking Path
5 Sitting niches
6 Learning Commons
72
Courtyards
73
Each courtyard includes a meandering walking path (See
Figure 56). Paths can be used for both exercise and for
75
sidewalk
resource computing
staff office/
workroom
courtyard
76
The Learning Commons
77
Rather than siloing the different functions of the Learning The large sliding doors along the east end of the computing
Commons program can flex and change as needs require. and media center allow the space to have a dynamic
The library print collection is located in the center of the spatial relationship with the rest of the commons. The
space with the librarian’s office to the east. This zone doors can either be opened allowing for greater flow into
includes a range of seating and spatial opportunities. the rest of the commons or can be closed at more focused
Students can sit and read or study on softer, more lounge instructional times. The walls of the computing and media
-like furniture, at small group tables, or in a small window center are glass allowing for a strong visual connection
seat. Study carrels for older students needing a more to the rest of the commons while allowing this area to
focused environment are located along the north end of be acoustically distinct. Roll-down blinds give additional
the space. sensory control if the space needs further darkening or
79
playfield
serving area
to Hill St kitchen
kitchen
Hill St
80
The Dining Hall
One of the most socially demanding times of the school
with the art room while the playground and field are seen
hall they pick up their trays along the southern wall and
space.
81
A range of seating options are available to fit an individual even smaller pockets. Here a student can choose to orient
student’s social and spatial needs. Toward the center of themselves with their back against the wall and to look
the room round tables accommodate larger groups of out across the lunchroom or can eliminate much of the
students. Large windows on the north wall look out to a visual stimulus by orienting themselves to look at the wall.
view of the playfield beyond. Seating for smaller groups These individual pockets include a skylight above allowing
of three and four students is included in niches along the for natural daylight without opening up toward an outdoor
east and west walls. For individuals that would prefer to view which may be overwhelming.
sit alone individual bench seats and tables are built into
82
Figure 60. Inside the Dining Hall
83
Figure 61. Atlantic Elementary classroom
84
Chapter 7: Conclusions
The strategic approach for exploring the design of Atlantic sensory design as it applies to schools. Similarly, there are
Elementary includes a schematic plan of the entire site opportunities to apply the design principles to other high-
paired with more developed ideas within representative sensory areas of the school’s educational environment
zones. These zones include two relatively high sensory such as the large play field and playground. While the
areas (the west courtyard and the dining hall) along with focus of the design exercise is primarily inward looking, the
two relatively low-sensory areas (the classroom and the project presents an opportunity to develop the relationship
learning center). These spaces suggest the design intent with the immediate neighborhood. This begins not only
for the remainder of the project. Given this strategy there with developing the building’s facade but also looking
are opportunities to develop the project further beyond the for opportunities for shared program. Similarly, there are
time frame of this thesis. Acoustic analysis and studies into opportunities for an urban response that continues to
the tactile nature of materials could elevate the notion of apply the ideas of sensory zoning.
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Public school districts throughout the country maintain spaces that benefit all students. To support successful
the policy of inclusion meaning that all students should learning for everyone designers should prioritize issues
be able to learn and thrive within the same school, and of sensory information control, predictability, and the
to the greatest extent possible, the same classroom. A integration of a range of options to meet the diversity
review of the literature finds, however, that outside of the of needs and preferences. School districts across the
special education classroom, the design of most schools country are engaged in an evolving conversation on how
in the United States fails to sufficiently serve the spatial policy and educational models can support the inclusion
and sensory needs of those with cognitive or sensory of all students with a range of abilities, preferences and
differences. While sited in Seattle’s Atlantic neighborhood, needs. This thesis shows how architecture can support
this school serves as a broader model for future school and enhance these efforts resulting in a more robust and
design. This thesis shows how designing to the needs interdisciplinary approach to quality education for all.
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